This past month, my students wrapped up with the second step of the 2014 G-21 project. Part 1 of our project consisted of discovering the history behind the Mexican Revolution and analyzing the art of Diego Rivera “Dream of a Sunday Afternoon.” To tie into the theme of murals, students created digital murals through the use of technology in Part 2, G-21 project.
This part of the project involved extensive research and written artist statements, which tied in elements of literature such as universal themes, symbolism, and imagery. Each student chose social justice or preservation issues. Students were required to demonstrate how they are involved in addressing the problem through the creation of personal images or symbols in their murals. They created their murals in three separate drawing templates on google docs.
Finally, students demonstrated knowledge of their research by preparing presentations and presenting their murals to classes throughout GMS and GHS. Thanks to collaborating teachers, Ms. Ray (English 6), Ms. Brooks (English 6), Ms. Falconer (Social Studies 6) Mr. Rooke (GHS World Languages), Ms. Exum (GHS World Languages), and Ms. Kimberly (GHS World Languages). Each teacher graciously allowed my students to present their murals in their classrooms. Thank you to the Goochland County students at GMS and GHS who were incredibly respectful and supportive of my English as Second Language students-many of which have accents and limited English. Because of such amazing student support and interest, students confidence was boosted.
Attached are the WIDA templates I created that tie VA SOL (Standards of Learning) to the WIDA ELD (English Language Definition) standards.
Speaking: Mural WIDA_Rubric_3
Also, attached is the step-by-step worksheet that students used to complete this project, the rubric used to grade them and Goochland County’s G21 Rubric.
Following are abbreviated student podcasts of their murals, followed by their digital murals.